Intent

It is our belief that a pupil who enjoys and is actively engaged in science will maximise their progress and attainment and gain the most from the subject. This idea underpins everything we do. It is our hope that through this approach pupils will build a love of science and gain knowledge for the future which will provide inspiration for future studies and career choices.

At Bredon Hill, pupils are introduced to scientific ideas and consider the importance and impact of science in the real world. The intent here is to encourage pupils to think critically, communicate their ideas, generate thoughtful questions, plan fair tests and collect data to support their ideas.

Pupils learn to co-operate with others as well as developing independent learning skills. They improve their own performance by reflecting on their work and evaluating their progress.

Science at Bredon Hill is taught in two fully equipped laboratories and a dedicated classroom. There are opportunities built into the curriculum for pupils to use ICT, the outside learning environment and technology to enhance their work.

Implementation

Pupils in Year 6 are taught in “learning groups” and have a dedicated teacher who remains with the group throughout the year.

Pupils in Year 7 and 8 are taught in mixed ability groups. Year 7 have a dedicated teacher and Year 8 are taught on a weekly “carousel”, where they are taught different topics (biology, chemistry or physics) by different teachers.

Key Stage 2

Pupils are assessed at the beginning of Year 6 and this assessment together with the data received from First Schools enables us to ensure that their individual learning experience can be tailored towards their needs.

For many Year 6 pupils, it will be their first experience of working in a laboratory and emphasis is placed on safety and skills. Practical work plays a key role in Year 6.

During Year 6, pupils develop a firm grounding in investigation skills, including:

• Planning an investigation including the consideration of variables, repeatability/reproducibility, identifying and minimising risks and method writing.
• Collecting and recording observations and data.
• Representing data graphically.
• Drawing conclusions and evaluating objectively.

In addition to developing skills, pupils extend their knowledge through:

• Experiments – to build basic skills in order to develop their knowledge.
• Demonstrations – to build knowledge and aid understanding.
• Modelling – to explain abstract ideas.
• Debates and discussion – to develop skills in critical thinking and communication.
• Questioning – to develop basic questions that can be answered.
• Research – to find the answers to questions and build on knowledge.
• Reading tasks – to expand knowledge and introduce scientific ideas.

Topics covered include:

Evolution and Inheritance 
Animals (including humans) – healthy bodies
Living Things and Their Habitats – classification

Light – seeing light
Electricity – circuits

The Particulate Nature of Matter
Space

Key Stage 3

Pupils follow the National Curriculum, with an emphasis on improving pupils’ investigative and analytical skills. Pupils are encouraged to work in a variety of ways e.g. in pairs, groups and individually.
Assessment is carried out throughout the year through marking of classwork, homework, assessed tasks and regular testing.

During Year 7 and 8 pupils develop, extend and apply their investigation skills (building on Year 6 work), including:

• Planning an investigation from scratch with growing independence over time (tailored to pupils' needs).
• Collecting and recording observations and data – including table design, calculating mean averages where appropriate, identifying anomalous results.
• Representing data graphically – deciding on the correct type of graph, drawing accurate graphs with increasing independence (including lines of best fit where appropriate), interpreting various graph data (including sketch graphs), drawing more complex graphs (e.g. comparing 2 sets of data), understanding the link between variables and graphs.
• Drawing conclusions and evaluating objectively – with increased independence and scientific content (including the use of prior knowledge from topics previously taught).

In addition to developing skills, pupils extend their knowledge through:

• Experiments – Year 7 and 8 experiments revisit and extend experiment skills developed in Year 6.
• Demonstrations – to build knowledge and aid understanding.
• Modelling - of more complex ideas and depth of content compared to Year 6.
• Debates and discussion – increasingly reliant upon in-depth scientific knowledge, evaluation of content and discerning use of sources.
• Questioning – focusing on the development of in-depth and complex questions.
• Research – critically evaluating sources to find relevant, accurate and up to date information.
• Reading tasks – to expand scientific knowledge and link current thinking to class learning.

Units to be covered include:

Year 7

Biology: 

Cells and Reproduction (including Human) – Please note this includes aspects of sexual education.

Nutrition and digestion
Chemistry:

Atoms, Elements and Compounds

Physics

Forces

Levers, Moments and Pressure

Year 8

Biology:

Photosynthesis and Respiration
Ecosystems

Chemistry:

Acids and Alkalis

Reactions

Physics:

Energy

Waves – Light and Sound

Additional engagement and learning opportunities include:

STEM club – for mini projects, one off experiments, small competitions and pupils to bring their ideas to.

STEM, sustainability and naturally connected enrichment – for longer projects, experiments and competitions.

Trips – Year 8 go to Lower Smite Farm

STEM day – various STEM based activities during Science week.

First School Science workshops – supported by BHA pupils.

Impact

When pupils leave BHA they should:

• Have a sound understanding of scientific enquiry and scientific knowledge preparing students for both their future studies and careers.
• Have confidence in their ability as learners in science, STEM subjects and across the curriculum due to the use and development of transferable skills.
• Make progress in line with or exceeding their expected targets due to quality first wave teaching, support and intervention as appropriate, and the varied extra-curricular activities on offer (including clubs, and trips).

The impact of the science curriculum is monitored through assessment, verbal feedback, the marking of books, the use of retrieval methods and pupil feedback.

2016, 2017, 2018, 2019 & 2020– finalists in the Ultimate BP STEM Challenge (winning 2017 competition and highly commended 2019, the 2020 finals did not take place due to COVID).

2018 – 2^nd place in the Salter’s Chemistry competition.

2021 – Final states of The Big Bang competition.